Activities / Projects

Adult Learning Theory

Vicki Dale and Stephen May are researching the development and application of adult learning theory within different educational contexts. This encompasses the principles of lifelong and independent learning, the central themes of the LIVE CETL.

This work has included an examination of comparable cognitive development models, such Bloom’s (1956) learning taxonomy (cognitive domain), Gagné’s (1970) learning hierarchies model; Perry’s (1970) model of intellectual and ethical development, and Biggs’ SOLO taxonomy (Biggs and Collis 1982, Biggs 2003). What all these models have in common is a logical progression from low level cognitive processing to high level cognitive processing. This can also be aligned with Marton and Säljö’s (1976) dichotomy of deep versus surface learning, where deep learning is associated with high level cognitive processing such as problem-solving, and surface learning is associated with low level cognitive processing such as rote memorisation. High level thinking can also be stimulated through experiential learning, of which Kolb’s (1985) work has been the most notable. Also central to discussions on independent learning is the work by Malcolm Knowles (1968, 1975) on self-directed learning.

Understanding that one of the aims of veterinary education is to develop independent, lifelong learners – practitioners capable of problem-solving, critical thinking and reflection – this work is providing a framework for understanding and representing learning processes within other LIVE projects.

Further information

• Dale, V.H.M., M. Sullivan and S. May (2008), ‘Adult Learning in Veterinary Education: Theory to Practice’, Journal of Veterinary Medical Education 35(4), 581-588. (Abstract)

References

Biggs, J. (2003). Teaching for Quality Learning at University. Maidenhead, Open University Press.
Biggs, J. B. and K. F. Collis (1982). Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome). New York, Academic Press.
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: Cognitive Domain. New York, Longmans.
Gagné, R. M. (1970). The Conditions of Learning. New York, Holt, Rinehart and Winston.
Knowles, M. S. (1968). "Andragogy, Not Pedagogy!" Adult Leadership 16(10): 350-352, 368.
Knowles, M. S. (1975). Self Directed Learning: A Guide for Learners and Teachers. Chicago, Follet.
Kolb, D. (1985). Experiential Learning: Experience As the Source for Learning and Development. Englewood Cliffs, New Jersey, Prentice-Hall.
Marton, F. and R. Säljö (1976). "On Qualitative Differences in Learning: 1--Outcome and Process." British Journal of Educational Psychology 46(1): 4-11.
Perry, W. G. (1970). Forms of Intellectual and Ethical Development in the College Years. New York, Holt, Rinehart and Winston.